1
Hook

Activity: Presenting

Teacher will begin by asking students about their classroom. How well do they know their classmates? What might happen when we try to work with people we don't know? Teacher creates a list of answers on the board to these questions to refer back to later on.

Teacher then introduces the concept of a classroom community, and how students can work together better by getting to know each other more, which is what they'll learn about with this lesson.

2
Direct Instruction

Activity: Presenting

Teacher begins by introducing the interview process. Another student will help teacher model the process. Teacher calls a student volunteer to the front of the room. Teacher models asking questions about the student, and writing down their answers. Teacher asks questions such as:

- What is your full name?
- How old are you?
- Tell me about your family.
- What are your favorite hobbies and why?
- What is your favorite food and why?

During this process, teacher is modeling good listening skills, and calls the students' attention to this fact. When the interview is finished, teacher calls for any student questions, and then pairs off students. Teacher can also choose to give a short handout with examples of questions that students might ask, like the one above.

3
Guided Practice

Activity: Conversing

Teacher has students face each other and begin their interview process. Students are instructed to ask at least 6 important questions to their classmate and write down the answers they receive. While students are interviewing each other, teacher is observing and providing guidance where necessary. Teacher should watch for groups that are having difficulty asking questions and mediate any disputes. Teacher should also prompt early-finishers to ask other types of questions. Where necessary, teacher models the interview process again.

When students have finished their interviews, teacher gives them a cube planning page and instructs students to pick the 6 most important questions that they asked their partner. They need to write down the question and the answer that they received in the boxes on the sheet.

4
Independent Practice

Teacher then has students go to the ReadWriteThink.org website and type in "Cube Creator" in the search box on the left side. Students need to use the Create Your Own Cube feature and fill in all of the cube boxes with their work.

Student Instructions

Once students are on Cube Creator:

1. Select "create your own cube" and input your name

2. Choose the side of the cube that you want to work with first.

3. Input the question into the question box, and the answer into the answer box. If not all of the answer will fit, then you may have to reword or rephrase your answer.

4. When all sides of the cube have been completed, click finish and print your cube.

5
Independent Practice

Now that students have created a bio cube for their classmate, they will compare and contrast their classmate to themselves to see what they have in common. Students should be sitting near their partner for this step, so that they can ask further questions as needed.

Using the Venn diagram app, students will label one of the circles as their partner, and label one for themselves. Students will then fill in the circles, first using the answers they have to their questions and then asking their partner further questions, such as "What's your favorite animal? Mine is a cat." Students should try to come up with 3 things they have in commmon with their partner, and 5 differences for each of the circles.

6
Independent Practice

Using the Book Creator app, teacher instructs students to create an ebook that tells about themselves and their partner that they interviewed. Students should use all information they have gathered from the bio cube and their Venn diagram to help them tell a story. The story will compare and contrast the two partners.

Teacher should observe as students work, providing tech assistance and spelling/grammar teaching moments as students need them.

7
Presentations

Activity: Presenting

When all student books have been finished, students should present their work to the class. Using an Apple TV, students should show their books one at a time to their classmates. Once one partner has presented, the other partner should present their book. After both partners have presented, classmates can ask further questions.

8
Wrap-Up

Activity: Presenting

After all books have been presented, teacher brings students' attention back to the original questions that were asked during the hook:

- How well do you know your classmates now?

- How does knowing your classmates help create a classroom community.

Teacher writes down students's answers and provides feedback. Teacher discusses how knowing who we work with not only makes us more comfortable, but it can also help us find new friends as well.

Key Standards Supported

Speaking & Listening

SL.3.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

SL.3.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL.3.1b

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

SL.3.1c

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SL.3.1d

Explain their own ideas and understanding in light of the discussion.

SL.3.2

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.3

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL.3.4

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SL.3.5

Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.6

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

SL.4.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

SL.4.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL.4.1b

Follow agreed-upon rules for discussions and carry out assigned roles.

SL.4.1c

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

SL.4.1d

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.2

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.4.3

Identify the reasons and evidence a speaker provides to support particular points.

SL.4.4

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.6

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

SL.5.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

SL.5.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL.5.1b

Follow agreed-upon rules for discussions and carry out assigned roles.

SL.5.1c

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

SL.5.1d

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.5.2

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.3

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

SL.5.4

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.5

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.6

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Writing

W.3.7

Conduct short research projects that build knowledge about a topic.

W.3.8

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

W.3.9

(Begins in grade 4)

W.3.1

Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1a

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1b

Provide reasons that support the opinion.

W.3.1c

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1d

Provide a concluding statement or section.

W.3.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.2a

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

W.3.3b

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.3.3c

Use temporal words and phrases to signal event order.

W.3.3d

Provide a sense of closure.

W.4.7

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

W.4.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.4.9a

Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

W.4.9b

Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

W.4.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.1a

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

W.4.1b

Provide reasons that are supported by facts and details.

W.4.1c

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W.4.1d

Provide a concluding statement or section related to the opinion presented.

W.4.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2a

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.4.2b

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.4.2c

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

W.4.2d

d.Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.2e

Provide a concluding statement or section related to the information or explanation presented.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.4.3b

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

W.4.3c

Use a variety of transitional words and phrases to manage the sequence of events.

W.4.3d

Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.4.3e

Provide a conclusion that follows from the narrated experiences or events.

W.5.7

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.5.9a

Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

W.5.9b

Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

W.5.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.5.1a

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

W.5.1b

Provide logically ordered reasons that are supported by facts and details.

Provide a concluding statement or section related to the opinion presented.

W.5.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.2a

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.5.2b

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.5.2c

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

W.5.2d

Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.5.2e

Provide a concluding statement or section related to the information or explanation presented.

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